A Study On Teaching Design Of Junior High School Geography Based On Big Ideas

In order to promote compulsory education to keep pace with the times,further deepen curriculum reform,and fully implement the fundamental task of establishing moral education,the Compulsory Education Curriculum Program and Curriculum Standards(2022 Edition)clearly requires: to adhere to the nurturing of people,and determine the curriculum goals based on core literacy training.Geography core literacy is the embodiment of the essential nurturing value of geography discipline.As a holistic and general understanding of the essential features and laws of the discipline,the big concept can lead the classroom teaching,change the status quo of fragmented and fragmented knowledge under the domination of traditional classroom teaching,which is of great significance for the comprehensive implementation of geography curriculum objectives,transformation of teachers’ teaching thinking and students’ learning thinking.This paper focuses on the issue of how to establish the connection between geography big ideas and the content of junior high school geography curriculum,and applies a series of research methods such as literature analysis method,questionnaire survey method,ISM method and teaching experiment method to realize the hierarchical construction of junior high school geography curriculum big ideas.From the perspective of disciplinary logic,we establish the internal logical connection between geography big ideas and curriculum contents,so as to establish the big idea hierarchy of "curriculum-unit-lesson and specific idea".The study uses the established big idea hierarchy to design the unit teaching with the process of "set objectives-set tasks and evaluation-set process",refine the logical chain of problems in the unit teaching from the perspective of cognitive logic,and design the corresponding contextual tasks and evaluation.After that,we conducted an empirical study based on the big idea unit teaching,in order to provide reference and reference for educators to implement big idea teaching in junior high school.Firstly,the big concepts of the junior high school geography curriculum are extracted according to the curriculum standards,and the content of "Earth’s surface" is used as an example to delineate the scope of the unit and determine the unit big concepts from top to bottom by combining the content themes;the ISM method is applied to obtain the hierarchical relationship of the knowledge elements,according to which the unit big concepts are argued from bottom to top,so as to establish the hierarchical structure of the big concepts and obtain The ISM method is applied to obtain the hierarchy of knowledge elements,so as to establish the hierarchy of big concepts and obtain the structure of knowledge under its umbrella,and build the connection between the geography big concepts and the curriculum content.Secondly,through a survey on the current status of teaching based on big concepts,it is found that most teachers do not know how to extract and use big concepts,and support the teaching of big concept-based units but have certain misconceptions about their effectiveness.Based on this,we identified a strategy to optimise the design of the unit based on big concepts,taking the unit on "inhabitants and culture" as an example.This means that the curriculum standards are the core of the teaching objectives,the objectives are the core of the teaching tasks and the corresponding assessment criteria,and the big concepts are used as the dark line to design the specific teaching process.Thirdly,in order to evaluate the effectiveness of the unit based on big concepts,a combination of process evaluation and summative evaluation was used to collect and analyse data on the results of the teaching experiment.The results of the experiment also validate the feasibility and effectiveness of the big concept-based units.